By the end of the lesson, learners will have practiced reading for gist, and detailed information in the context of free time.
Learners will have also practiced their fluency in telling a partner what they do in their free time in the Post-task discussion.
Learners will have also discovered the MFP of a few new lexical items related to the topic.
Procedure (33-44 minutes)
Instructions: Look at the questions and discuss them. The teacher shows a Jamboard with the questions: - Do you think you have enough free time? - What do you do with your free time? Learners share their ideas with the whole class.
Instructions: Look at the words and work on the tasks! The teacher gives a link to Google Docs. Learners work on the link and then share their ideas with their classmates in breakout rooms. The teacher conducts OCFB and for each word he covers MPF. Example: Overwhelming CCQ's: Is this a large amount? Yes, it is. Is it a positive thing? Not necessarily. Pronuncitation: /ˌəʊvəˈwelmɪŋ/ Form: adjective
Instructions: Read the title of the article and make some predictions. The teacher gives the learners a link to Jamboard. They have to read the options and make predictions. Learners share their ideas with the whole class. ICQs: Are we reading in detail or just to get the main idea? Main idea. Learners read and check their predictions. They share their finding with a classmate. The teacher conducts OCFB.
Instructions: Read the text again and work on the task. - Learners answer individually. - ICQs: Are we reading to confirm your predictions? No, we are reading for more specific information. Can you take notes? Yes, you can. - Learners share their ideas with other classmates. - The teacher conducts OCFB
Instructions: Discuss these questions with a partner. The teacher shows a Jamboard file and demos an answer. - T scaffolds the task by eliciting some useful language to be used to complete the task. - T demos the task with one learner. - ICQs: Do you have to write or speak? Discuss, and take notes. - Learners work in pairs and discuss in breakout rooms. - Learners switch pairs as many times as possible as time allows.
The teacher conducts OCFB and asks learners some of the questions from the Follow-up Task. - The teacher writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. - The teacher conducts OCFB.